- What Should the Music Education Profession Expect of Philosophy?
- Rethinking Philosophy, Re-Viewing Musical-Emotional Experiences
- Voicing <i>Imbas:</i> Performing a Philosophy of Music Education
- Philosophy of Music Education as Art of Life: A Deweyan View
- Uncomfortable with Immanence: The Nature and Value of Music and Music Education as Singular or Supplemental
- Learning to Live Music: Musical Education as the Cultivation of a Relationship between Self and Sound
- The Grain of the Music: Does Music Education “Mean” Something in Japan?
- Musical Education: From Identity to Becoming
- Teaching Practices in Persian Art Music
- Understanding Music’s Therapeutic Efficacy: Implications for Music Education
- The Impossible Profession
- Education in Latin American Music Schools: A Philosophical Perspective
- Must Music Education Have an Aim?
- Cultivating Virtuous Character: The Chinese Traditional Perspective of Music Education
- Ethical Dimensions of School-Based Music Education
- Engaging Student Ownership of Musical Ideas
- Understanding Music as the Philosophical Focus of Music Education
- Musical Heuristics: Contributions to the Understanding of Musical Creative Processes
- Nurturing the Songcatchers: Philosophical Issues in the Teaching of Music Composition
- Avoiding the Dangers of Postmodern Nihilist Curricula in Music Education
- Good for What, Good for Whom?: Decolonizing Music Education Philosophies
- Place, Music Education, and the Practice and Pedagogy of Philosophy
- On Informalities in Music Education
- Music Education for “All My Relations”
- But Is It Philosophy?
Abstract and Keywords
This article argues that if philosophy is to illuminate the decisions and practice of music educators, then it is more helpful to see it as analytical and clarificatory rather than as a separate ungrounded discipline. Perhaps the most crucial and potentially useful work of philosophy for music education is the ongoing attempt to understand the nature, qualities, and functions of musical activity itself. The article argues that the fundamental challenge is to focus music education on involved “listening” rather than overhearing, to devote musical instruction to developing the capacity to respond to music in the richest possible way, whether as performer, creator, or audience member.
Keith Swanwick is Professor Emeritus, University of London Institute of Education. From 1984 to 1998, with John Paynter, he was editor of the British Journal of Music Education. In 1987 he was Chairman of the British National Association for Education in the Arts and from 1991 to 1995 Chair of the Music Education Council (UK). During 1998 he was Visiting Professor, University of Washington and in 2004 he held in Tokyo a Fellowship of the Japanese Society for the Promotion of Science. His books include Teaching Music Musically, Musical Knowledge, Music, Mind and Education and A Basis for Music Education.
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